A new article that is part of Noa Weiss-Klayman's doctoral research at the SEL.IL Center presents the development and validation of a questionnaire for assessing social-emotional competencies of pupils in…
This article examined the impact that universal and targeted SEL programs have on academic achievement, based on 22 studies conducted between 2011 and 2021 that included approximately 24,500 elementary and…
How can social-emotional skills of adults in Israel be assessed, and in what ways should assessment tools be adapted to the local cultural context? Which aspects of CASEL's SEL model…
What are boys and girls in Israel supposed to know, understand, and be able to do in the field of social-emotional skills according to their age and the developmental stage?…
The world’s leading journal on the field of SEL, Social Emotional Learning: Research, Practice and Policy, is publishing a special issue on the hottest topic of these times: social-emotional learning…
SEL is a dynamic, evolving process so it is important to relate to it from a developmental perspective. This article presents key concepts for understanding the developmental axis, with an emphasis on the development of social-emotional skills.
CASEL, the leading organization in the US promoting SEL, has updated its conceptual framework. Education systems in many countries around the world, including Israel to a large extent, rely on the CASEL framework. The new framework emphasizes the importance of socio-cultural sensitivity, equality and fairness, trust, and cooperative, authentic relationships between families, educational systems and communities. The new concepts in the framework are reflected in some updates of social-emotional skills.
The journal Children & Schools (Oxford University Press) published a study examining sense of belonging among middle-school students in Israel. Conducted by Dr. Daphne Kopelman-Rubin, Noa Weiss, Dr. Inna Kats-Gold, and Dr. Alana Siegel, the study examined the relationship between emotion regulation and psychosocial difficulties among adolescents with specific learning disorder (SLD) and the impact their sense of school belonging had on this.
2X10 equals 20. But this simple, effective pedagogic practice to cultivate SEL can be worth much more than the sum of its parts. Teachers simply dedicate two minutes a day to one student for 10 consecutive days.
A summary of the position paper, Social-Emotional Aspects of Online Learning – Challenges, Skills and Tools. The summary presents principles and recommendations for how educators can continue to respond to students’ social-emotional needs during remote learning.
The Yozma – Center for Knowledge and Research in Education, of the Israel Academy of Sciences and Humanities, published Social and Emotional Skills Cultivation in the Education System: A summary of the proceeding of the expert committee, status report and recommendation. This summary presents the latest knowledge and research on SEL along with guidelines and recommendations for systematic, comprehensive SEL implementation in Israel.
This post presents links to some key studies on SEL and will be updated as new research is published. It includes a study the SEL.IL Center recently published on its research on the relationship between emotion regulation and the sense of school belonging.